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Maria Jose Hernandez-Serrano; Bárbara Mariana Gutiérrez Pérez; Alicia Murciano Hueso; Judith Martín Lucas; Gabriel Parra Nieto; Jose Manuel Muñoz Rodríguez; Sara Serrate González; Arsenio Dacosta Martínez; Rosalynn Campos Ortuño. LEVELS OF DIGITAL IDENTITY FOR OLDER-ADULTS LEARNERS. A VALIDATED SCALE FOR THEIR DIGITAL INCLUSION. EDULEARN21 Proceedings 2021, 10190 -10197.
AMA StyleMaria Jose Hernandez-Serrano, Bárbara Mariana Gutiérrez Pérez, Alicia Murciano Hueso, Judith Martín Lucas, Gabriel Parra Nieto, Jose Manuel Muñoz Rodríguez, Sara Serrate González, Arsenio Dacosta Martínez, Rosalynn Campos Ortuño. LEVELS OF DIGITAL IDENTITY FOR OLDER-ADULTS LEARNERS. A VALIDATED SCALE FOR THEIR DIGITAL INCLUSION. EDULEARN21 Proceedings. 2021; ():10190-10197.
Chicago/Turabian StyleMaria Jose Hernandez-Serrano; Bárbara Mariana Gutiérrez Pérez; Alicia Murciano Hueso; Judith Martín Lucas; Gabriel Parra Nieto; Jose Manuel Muñoz Rodríguez; Sara Serrate González; Arsenio Dacosta Martínez; Rosalynn Campos Ortuño. 2021. "LEVELS OF DIGITAL IDENTITY FOR OLDER-ADULTS LEARNERS. A VALIDATED SCALE FOR THEIR DIGITAL INCLUSION." EDULEARN21 Proceedings , no. : 10190-10197.
En (teoría de la) educación necesitamos abordar cuanto antes una pregunta: ¿Cómo hacer y pensar la educación en consonancia con las características, exigencias y oportunidades, de esta época digital? A este respecto, después de referenciar los derroteros que en este campo viene siguiendo la investigación pedagógica y la práctica educativa, se plantean en el cuerpo del artículo tres cuestiones – modos de ser, de experienciar el mundo y de construir conocimiento en un sujeto cuya relación con el entorno es mediada por una tecnología cuyo rasgo definitorio viene dado por una pantalla digital – que están demandando otra forma de ver la educación, dicho de otra manera, tres cuestiones directamente afectadas por el nuevo escenario creado por estas tecnologías y que una (teoría de la) educación de nuestro tiempo no puede ignorar, pues sería tanto como no (querer) ver la transición que se está produciendo en las formas de pensar y hacer educación; de alguna manera, sobre ellas descansa y pivota una (teoría de la) educación acorde con este nuestro tiempo digital. El artículo termina con un elenco de preguntas de orden diverso, epistemológico, ontológico y metodológico, pero también ético y politico, estrechamente entrelazadas, que dejan entrever la conveniencia y necesidad de reorientar la reflexión en este campo, al tiempo que conforman un programa de investigación; preguntas con potencialidad suficiente para reorientar la investigación en (teoría de la) educación, inluido el propio concepto y sentido de educar y ser educado.
Ángel García del Dujo; Joris Vlieghe; José Manuel Muñoz-Rodríguez; Judith Martín-Lucas. Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo. Teoría de la Educación. Revista Interuniversitaria 2021, 33, 5 -26.
AMA StyleÁngel García del Dujo, Joris Vlieghe, José Manuel Muñoz-Rodríguez, Judith Martín-Lucas. Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo. Teoría de la Educación. Revista Interuniversitaria. 2021; 33 (2):5-26.
Chicago/Turabian StyleÁngel García del Dujo; Joris Vlieghe; José Manuel Muñoz-Rodríguez; Judith Martín-Lucas. 2021. "Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo." Teoría de la Educación. Revista Interuniversitaria 33, no. 2: 5-26.
Identifying the digital identity of older adults entails an essential step for their effective digital inclusion grounded in a holistic and sustainable human development in hyperconnected societies. This paper proposes a theoretical framework with three levels of digital identity based on motives and practices: location, action, and significance. This framework was used for designing an ad-hoc scale, tested with a sample of senior learners (n = 659) aged 55 and over involved in active aging programs in Adult Education in Spain. Participants filled out a five-point 20-item Likert scale measuring their agreement with the digital identity factors, along with two complementary scales evaluating their internet uses and motivations, as well as other items on living arrangements and perceived social support. Exploratory and confirmatory analyses showed a factorial structure with three levels of digital identity for older adults. The results revealed that active older adults with diverse motives for using the internet and variety in digital practices recorded a higher digital identity level, as did those who felt more isolated or with less social support. As a conclusion, the educational implications according to instrumental, social, and motivational variables are key for the progressive construction of a digital identity in older adults and for their digital inclusion.
José Muñoz-Rodríguez; María Hernández-Serrano; Carmen Tabernero. Digital Identity Levels in Older Learners: A New Focus for Sustainable Lifelong Education and Inclusion. Sustainability 2020, 12, 10657 .
AMA StyleJosé Muñoz-Rodríguez, María Hernández-Serrano, Carmen Tabernero. Digital Identity Levels in Older Learners: A New Focus for Sustainable Lifelong Education and Inclusion. Sustainability. 2020; 12 (24):10657.
Chicago/Turabian StyleJosé Muñoz-Rodríguez; María Hernández-Serrano; Carmen Tabernero. 2020. "Digital Identity Levels in Older Learners: A New Focus for Sustainable Lifelong Education and Inclusion." Sustainability 12, no. 24: 10657.
Consulta el artículo “Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud” del N.º 277 de la Revista Española de Pedagogía
José Manuel Muñoz-Rodríguez; Universidad De Salamanca; Patricia Torrijos Fincias; Sara Serrate González; Alicia Murciano Hueso. Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud. Revista Española de Pedagogía 2020, 78, 1 .
AMA StyleJosé Manuel Muñoz-Rodríguez, Universidad De Salamanca, Patricia Torrijos Fincias, Sara Serrate González, Alicia Murciano Hueso. Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud. Revista Española de Pedagogía. 2020; 78 (277):1.
Chicago/Turabian StyleJosé Manuel Muñoz-Rodríguez; Universidad De Salamanca; Patricia Torrijos Fincias; Sara Serrate González; Alicia Murciano Hueso. 2020. "Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud." Revista Española de Pedagogía 78, no. 277: 1.
The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.
María José Hernández-Serrano; José Manuel Muñoz-Rodríguez. Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers. Educar 2020, 56, 369 -386.
AMA StyleMaría José Hernández-Serrano, José Manuel Muñoz-Rodríguez. Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers. Educar. 2020; 56 (2):369-386.
Chicago/Turabian StyleMaría José Hernández-Serrano; José Manuel Muñoz-Rodríguez. 2020. "Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers." Educar 56, no. 2: 369-386.
In this work, we analyzed the progress made in learning sustainability competencies by students belonging to the four Bachelor Education degrees at the University of Salamanca: Early Childhood Education Teacher, Primary Education Teacher, Pedagogy, and Social Education. To assess this progress, the instrument we used was the student questionnaire designed by the EDINSOST project. The questionnaire consisted of 18 questions related to the four sustainability competencies defined in 2011 by the Conference of Rectors of Spanish Universities: (1) critical contextualization of knowledge, (2) sustainable use of resources, (3) participation in community processes, and (4) application of ethical principles. The students answered the questions using a four-point Likert scale. The analysis of the answers determined the students’ perception of their own learning related to sustainability competencies. A total of 230 first-year and 96 fourth-year students responded to the questionnaire. The comparison between the first- and fourth-year students’ answers to each question enabled an evaluation of the improvement perceived by the students in their sustainability competencies. We analyzed the results by using the Mann–Whitney and Kruskal–Wallis U tests. The results show that the students of the Bachelor Degree in Pedagogy are the only ones who achieve a significant improvement in their sustainability competencies. Bachelor Degree in Social Education and Bachelor Degree in Early Childhood Education Teacher students achieve an improvement, but it is not significant. Finally, Bachelor Degree in Primary Education Teacher students do not seem to achieve any improvement. From these data, it appears that the model used to introduce sustainability competencies in the Bachelor Degree in Pedagogy is the only one that achieves good results.
José Manuel Muñoz-Rodríguez; Fermín Sánchez-Carracedo; Ángela Barrón-Ruiz; Sara Serrate-González. Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca. Sustainability 2020, 12, 4421 .
AMA StyleJosé Manuel Muñoz-Rodríguez, Fermín Sánchez-Carracedo, Ángela Barrón-Ruiz, Sara Serrate-González. Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca. Sustainability. 2020; 12 (11):4421.
Chicago/Turabian StyleJosé Manuel Muñoz-Rodríguez; Fermín Sánchez-Carracedo; Ángela Barrón-Ruiz; Sara Serrate-González. 2020. "Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca." Sustainability 12, no. 11: 4421.
The aim of this chapter is to show that, while the implementation of the blended-learning methodology in our classrooms may represent clear improvements from an instructional point of view, it does not necessarily produce improvements from an educational perspective. Blended learning raises the possibility of carrying out certain learning activities outside the classroom that traditionally could only take place within it. This is made possible thanks to the emergence of ICT, which makes certain tools available for this purpose. It is, however, worth asking whether the carrying out of these activities inside or outside the classroom produces the same or different outcomes. It is possible that there are experiences that are not worth making more flexible, despite the fact that academic results can improve. Education is a process that pursues ends rather than results. It is for this reason that it deserves to be thought of in the long term. Blended learning can improve academic results in the short term, but we should ask whether it is also positive in the long term. This is what we intend to address here.
José Manuel Muñoz Rodríguez; Alberto Sánchez Rojo. On Blended Learning Flexibility: An Educational Approach. Inventive Computation and Information Technologies 2020, 21 -44.
AMA StyleJosé Manuel Muñoz Rodríguez, Alberto Sánchez Rojo. On Blended Learning Flexibility: An Educational Approach. Inventive Computation and Information Technologies. 2020; ():21-44.
Chicago/Turabian StyleJosé Manuel Muñoz Rodríguez; Alberto Sánchez Rojo. 2020. "On Blended Learning Flexibility: An Educational Approach." Inventive Computation and Information Technologies , no. : 21-44.
This paper analyzes the extent to which sustainability is present in the curricula of the 16 Education Degree programs belonging to the EDINSOST project: 6 Early Childhood Education Degrees, 7 Primary Education Degrees, 2 Pedagogy Degrees and 1 Social Education Degree. The results obtained suggest that sustainability is present in all Degrees, but not uniformly so. A great disparity is observed in the number of subjects that develop sustainability, with an average of 22.63 subjects per Degree. The competency most present is the ‘Application of ethical principles related to the values of sustainability in personal and professional behaviors,’ while the least present is ‘Sustainable use of resources and prevention of negative impacts on the natural and social environment.’ Sustainability is not developed uniformly in the different universities either. Three universities (UAM, UCA and UIC) develop sustainability competencies at 100%, while others such as the USAL do so at only 50%.
Fermín Sánchez-Carracedo; Jorge Ruiz-Morales; Rocío Valderrama-Hernández; José Manuel Muñoz-Rodríguez; Antonio Gomera. Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system. Studies in Higher Education 2019, 46, 300 -317.
AMA StyleFermín Sánchez-Carracedo, Jorge Ruiz-Morales, Rocío Valderrama-Hernández, José Manuel Muñoz-Rodríguez, Antonio Gomera. Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system. Studies in Higher Education. 2019; 46 (2):300-317.
Chicago/Turabian StyleFermín Sánchez-Carracedo; Jorge Ruiz-Morales; Rocío Valderrama-Hernández; José Manuel Muñoz-Rodríguez; Antonio Gomera. 2019. "Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system." Studies in Higher Education 46, no. 2: 300-317.
RESUMEN: Se explora el interés de los jóvenes por el conocimiento científico-tecnológico desde tres ámbitos: la tradición familiar, los factores académicos, y el imaginario social de la profesión. A continuación se presentan los resultados de un estudio descriptivo-correlacional en el que se ha utilizado como instrumento un cuestionario para conocer los determinantes de la elección vocacional de una muestra de estudiantes de último curso de secundaria. Los resultados indican que la tradición familiar no determina ni la elección ni una visión positiva y realista de la profesión; mientras que sí es relevante la motivación del profesorado, el uso de metodologías innovadoras y el conocimiento de aspectos sociolaborales. Se concluye con la necesidad de reforzar la formación del profesorado en aspectos metodológicos y mejorar la repercusión y el valor social de la ciencia.
José Manuel Muñoz Rodríguez; María José Hernández Serrano; Sara Serrate González. EL INTERÉS POR EL CONOCIMIENTO CIENTÍFICO DE LOS ESTUDIANTES DE SECUNDARIA EN ESPAÑA. Educação & Sociedade 2019, 40, 1 .
AMA StyleJosé Manuel Muñoz Rodríguez, María José Hernández Serrano, Sara Serrate González. EL INTERÉS POR EL CONOCIMIENTO CIENTÍFICO DE LOS ESTUDIANTES DE SECUNDARIA EN ESPAÑA. Educação & Sociedade. 2019; 40 ():1.
Chicago/Turabian StyleJosé Manuel Muñoz Rodríguez; María José Hernández Serrano; Sara Serrate González. 2019. "EL INTERÉS POR EL CONOCIMIENTO CIENTÍFICO DE LOS ESTUDIANTES DE SECUNDARIA EN ESPAÑA." Educação & Sociedade 40, no. : 1.